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Department of Social Work Fall 2010 Field Instructor Orientation and Training

Department of Social Work Fall 2010 Field Instructor Orientation and Training. Christine Guzman, MSW, LCSW BSW Field Director Kimberly Setterlund, MSW, LCSW MSW Field Director August 26, 2010. APU Social Work Department. The APU Social Work Department Welcomes You!.

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Department of Social Work Fall 2010 Field Instructor Orientation and Training

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  1. Department of Social Work Fall 2010 Field Instructor Orientation and Training Christine Guzman, MSW, LCSW BSW Field Director Kimberly Setterlund, MSW, LCSW MSW Field Director August 26, 2010

  2. APU Social Work Department The APU Social Work Department Welcomes You!

  3. Orientation Objectives • Develop a working knowledge of the APU BSW/MSW field education requirements • Be familiar with effective supervision and training strategies • Utilize practical applications for building a strong field internship program at your agency • Apply field training materials in preparation for your students in the 2010-2011 year

  4. BSW Faculty and Staff Adjunct Faculty • Thuy Chen, MSW, LCSW • Adjunct Faculty • Cathy Miller, MSW, LCSW • Adjunct Faculty • Jonathan Clark, MSW • Adjunct Faculty Support Staff • Dana Pinedo • Administrative Assistant • Jennyfer Martinez • Student Worker • Mary Rawlings, Ph.D., LCSW • BSW Program Director/ • Social Work Dept. Chair • Sally Alonzo Bell, Ph.D., LCSW • Full Professor • Barbara Johnson, MSW,LCSW • Assistant Professor • Deb Baker, MSW • Assistant Professor • Christine Guzman, MSW, LCSW • BSW Field Director

  5. MSW Faculty and Staff Adjunct Faculty • Nicole Arkadie, LCSW • Adjunct Faculty, Field Liaison • Maria Carmichael, LCSW • Adjunct Faculty, Field Liaison • Thuy Chen, LCSW • Adjunct Faculty, Field Liaison • Josefina Sierra, LCSW • Adjunct Faculty • George Taylor, LCSW • Adjunct Faculty, Field Liaison Support Staff • Lucinda Adam • Administrative Assistant • Katy Tangenberg, Ph.D. • Director, MSW Program • Stephen Brown, Ed.D • MSW Faculty • Shayna Neshama, Ph.D. • MSW Faculty • Karen Maynard, MA • Student Services Director • Cathy Miller, LCSW • Asst. Director of Field Education • Kimberly Setterlund, LCSW • Director of Field Education • Olivia Sevilla, LCSW • MSW Faculty

  6. MSW Faculty

  7. BSW Field Agencies Canyon Ridge Hospital Family Solutions David & Margaret Youth & Family Services Santa Anita Family Services Santa Fe High School (WUSD) Azusa Police Department Unity Center San Gabriel Regional Center Whittier Hills Health Care Center Azusa Unified School District DCFS Sunrise Senior Living Pacific Clinics Foothill Family Services Hillview Acres San Bernardino Public Defenders Office Salvation Army Foothill Presbyterian Hospital

  8. MSW Field Agencies • Department of Children and Family Services (Glendora) • Family Solutions Collaborative • Green Dot Public Schools Clinical Services • Hillsides Children Services • Human Options, Inc. • Huntington Hospital, Della Martin Outpatient Program • LA Co. Probation Dept., Probation Intern Initiative/Making It Through • Little Tokyo Service Center • Los Angeles House of Ruth • Maryvale Residential Tx Ctr. • Mission Hospital St. Joseph Health System Family Resource Center • Olive Crest Treatment Centers Aegis Medical Systems, Inc. Alliance For Children's Rights Anaheim Union High School District Atherton Baptist Home Azusa Unified School District Baldwin Park USD Tri Cities Head Start Bilingual Family Counseling Services Carolyn E. Wylie Center Catholic Charities Administrative Office Chinatown Service Center Community Counseling Center -APU County of Orange Social Services Agency David and Margaret Home Davita Dialysis Chino Davita Dialysis Pomona Davita Fontana

  9. MSW Field Agencies (cont’d) • Pasadena Unified School District • Phoenix Houses of Los Angeles, Inc. • Placentia-Yorba Linda USD (Valadez Middle School) • Riverside County DMH • Riverside County, DPSS, APS • Salvation Army, So Cal Division • Salvation Army- Pasadena • San Bernardino Co. Public Defender's Office • San Fernando Valley Community Mental Health • Santa Anita Family Services • Senior Care Network, Huntington Hospital • Serenity Infant Care Homes • Silverado Senior Living Newport Mesa • Silverlake Medical Center • Sylmar Health and Rehabilitation • Vitas Hospice Covina • West End Family Counseling Norton-Fisher Child & Family Center • Whittier Union HS District Dept Corrections & Rehab., Div. of Juvenile Justice, SYCRCC Norwalk Downtown Women's Center East Valley Community Health Center Eastlake Youth Services Ettie Lee Youth and Family Services Exceptional Children's Foundation Los Angeles Family Promise East San Fernando Valley Family Service Long Beach/ Aspiranet Optimist Youth Homes and Family Services-FFA Pacific Clinics Bonita Family Center Pacific Clinics Pasadena Mental Health Center (Five Acres) Pasadena Public Health Department, Andrew Escajeda Clinic, HIV/AIDS Services

  10. Handouts: Includes: • APU Mission Statement • History of APU • BSW Mission Statement • MSW Program Mission Statement • MSW Concentrations

  11. APU Social Work History The Department of Social Work at Azusa Pacific University received initial accreditation from the Council on Social Work Education in 1982. Reaccreditation was successfully reinstated in 1990, 1998 and 2006. The program has a strong and diverse generalist BSW program with approximately 115 majors. The MSW Program, admitted the first cohort in fall of 2008, with approximately 70 students. Full-time and part-time options as well as Clinical Practice with Individuals and Families and Community Practice and Partnerships are program concentration options. The Program is currently in candidacy for full accreditation scheduled for 2011.

  12. Faith Integration in Practice • Emphasis on NASW Code of Ethics • Students learn to balance faith, ethics and values in a professional setting

  13. Common Question: • Q: Will APU students try to evangelize to the clients and staff at the agency? • A: APU students, like students in a non-faith based university, are held to the same standards and are expected to abide by the NASW Code of Ethics. Students should be using appropriate boundaries in classroom and field settings. If a student does try to evangelize to a client, this is an important boundary issue to be discussed in supervision.

  14. BSW Student Population & Demographics • Accepted majors: 115 • Seniors entering field: 36 • 109 women • 6 men ---------------------- Asian 7% Black 7% Caucasian 53% Latino 19% Native American 1% Other/Mixed 6%

  15. BSW Student Ethnicity

  16. 2010-2011 MSW Student Population and Demographics • F/T 2nd year students 25 • F/T Advanced Standing students 12 • P/T students (1st year field) 20 • F/T 1st year students 33 Total in Field: 90 Total Enrolled: 137 • Male 11% • Female   91%

  17. MSW Student Population & Demographics New Students #                 % • Asian             10               7 • Blacks             17              12 • Caucasian        45               33 • Hispanic           52               38 • Native Amer.    1                1 • Other             12               9 •                 137         100%

  18. MSW Student Ethnicity

  19. Field Education Requirements

  20. Are you a: • First time Field Instructor or Preceptor • Veteran Field Instructor or Preceptor • Faculty

  21. CSWE Field Education Requirements • Education Policy and Accreditation Standards (EPAS) of the Council on Social Work Education: Accreditation Standard 2.1—Field Education—sets standards for the use of field education as an integral part of the MSW program. Defines the minimum number of hours required at bachelor’s and master’s level. Mandates that orientation and field instructor training be provided to agency-based field instructors. (2008 EPAS, pg 9-10) www.cswe.org • Field Education is now considered the signature pedagogy.

  22. The Mission of Field Education at APU • Field Education is the capstone of the social work education experience • Students are develop skills through experiential learning in a supervised field setting • Focus turns from acquisition to application of knowledge (classroom to field) • Students learn to successfully integrate theory into practice • Upon completion, students should be ready to begin social work practice within an agency setting.

  23. Goals of APU Field Education • To facilitate positive and challenging experiential learning in a supervised field setting. • To partner with skilled, experienced, and motivated social work practitioners who love to teach • To train students in evidence-based practice methods consistent with current trends • To train competent advanced social work practitioners • To contribute to the workforce in the field of social work • To promote the integration of faith and social work practice

  24. The Goal of Field: Integrating Classroom Knowledge in a Field Setting Assessment & Interviewing Practice Theories Crisis Intervention Integration Interventions & Treatment Planning Law and Ethics Macro Interventions

  25. Reminiscence Activity

  26. Conducting a Successful Agency Orientation

  27. The Importance of an Effective Orientation • It sets the tone for a positive field experience • It alleviates fear and anxiety, common emotions for students new to social work • When a formal orientation is not provided, students waste agency time trying to find the information on their own, leaving less time for learning • Students are made to feel welcome at the agency

  28. Things to Consider • Plan before student arrives: • Physical location –where will the student work? • Communicate with other staff re: intern roles • Ensure paperwork is taken care of • Conduct tour of agency • Schedule brief presentations by other staff • Develop an orientation packet (Handout 2A – Agency Orientation Quiz)

  29. Questions to ask your team • How do you prepare your agency and/or staff for your students’ arrival? • What do you provide that is a unique aspect of the orientation? • Who is involved in developing the field orientation packet? • Who is involved in the orientation? • How long is your orientation?

  30. Information to Include in the Agency Orientation • Important Policies and Procedures • Agency Description • Identification (how will students be referred) • Confidentiality • Safety Issues • Agency Jargon • Making Referrals • The Supervisory Relationship • Providing a Safe Learning Environment

  31. Important Safety Issues • On-site security, local law enforcement contact information • Provide emergency contact numbers • Abuse reporting numbers • Chain of command • Home visit protocol • Safety in the office • Dealing with violent or potential violent individuals • Dealing with suicidal individuals

  32. APU Field Orientation Includes: • Sexual Harassment Training • HIPAA/PHI and Documentation Standards • Blood borne Pathogen Training • Safety in the Workplace • Professional Conduct in the Workplace

  33. Effective Field Supervision Along the Educational and Age Continuum

  34. Which of the following means the most to you? Which of the following means the most to you? Elvis joins the Army. Jimi Hendrix dies MTV debuts. Kurt Cobain dies.

  35. Your answer, of course, depends on your age—or more specifically, on the generation you belong to. While pop music milestones may not seem all that important, the sum total of experiences, ideas and values shared by people of different generations makes for a melting pot of work approaches and priorities.

  36. Four Generations working side by side • The Traditionalists/Silent/Great • Generation (1933-1945) • The Baby Boomers (1946-1964) • Generation X (1965-1977) • The Millennial Generation (1978-1998)

  37. The Traditionalists (1933-1945) Implications: • Prefer face to face communication • Your word is your bond and you mean what you say • Good team players • You do not want your time wasted Characteristics: • Hardworking • Loyal • Work within the system/submissive • Technically challenged • Traditional • Have knowledge of legacy to share

  38. The Baby Boomers (1946-1964) Implications: • Expect for Generation X and Y should pay their dues • Prefer to be thorough when answering questions • Prefer options and flexibility Characteristics: • Optimistic • Independent • Competitive (in the workplace) • Focused on personal accomplishment • Work-centric • Created the 60-80 hour work week

  39. Generation X (1965-1977) Implications: • Email is a primary tool for communication • Two-way feedback is valued • Informal communication style is preferred • As an X’er the more information, the better Characteristics • Independent • Resilient • High adaptability/ flexible • Feedback is important • “I don’t need someone looking over my shoulder”

  40. The Millennial Generation (1978-1998) Teamwork Technology Structure Entertainment and excitement Experiential activities • 75 million members • The most child-centric time in our history • Technically literate • Team oriented, band together socially • Multi-task with high energy • Expect structure in the workplace • Celebrate diversity • Socially conscience

  41. The millennials come to campus by John Wesley Lowery and William Strauss Resource: Millennials Rising: The Next Great Generation (2000) Gives an account why they are hopeful for our future with this generation. Compares Millennials to the “G I generation” or our greatest generation Explains cycling of generations

  42. Teaching tips: Present them with challenges with structure: • Mentor in groups • Break down goals into steps • Offer necessary resources to complete the task • Encourage them to use each other as a resource • Utilize technology – this is their strength! • Millennials are confident, but unskilled: • Provide mentors • Silent generation and a millennial are a nice pair • Respond well to personal attention • Thrive in individual supervision/mentoring • Give deadlines • planners • Work well interactively • Groups and pairs • (Thielfoldt & Scheef, 2003)

  43. Common Challenges Deadline reminders Informal relationships Confidence Want quick responses Personalize outcomes Capitalize on these teaching moments! Field implications Modeling Reinforcing Educate on the therapeutic process

  44. Challenges with Supervising Non-Millennials These include students who have returned to school after extended work experience Part-time students (AKA “working students”) Characteristics: Extremely responsible Insecurity – needing to prove they are graduate school “material” Juggling multiple responsibilities – work, home & family, school Interns with more experience than field instructor “are they teachable?” Considerations: student openness to teaching, making school/field a priority

  45. Break

  46. BSW Students are generally in their early 20s. Have been traditional students BSW Age Breakdown

  47. MSW Field Students’ Age Breakdown

  48. Field Instructor Age Breakdown MSW Students vs. Field Instructors

  49. Breakout Activity • Talk about the generation you identify with most • What adjustments will you make to your supervision style?

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